What Needs to Be Developed to Facilitate Classroom‐Based Assessment
Bibliographic Data
| ID | 10818145 |
|---|---|
| Authors | Alister Cumming (University of Toronto, corresponding author) |
| Year | 2009 |
| Volume | 43 |
| Issue | 3 |
| Pages | 515-519 |
| Publication date | 2009-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/j.1545-7249.2009.tb00247.x |
| OpenAlex | W1565222243 |
| Language | EN |
| Citations received | 9 |
| References cited | 14 |
As assessment has become increasingly important, frequent, and consequential in all aspects of education, many experienced language educators find themselves needing to develop their knowledge and abilities in three areas in order to conduct classroom-based assessment effectively: (a) increasing their professional knowledge and abilities, (b) connecting classroom assessments to relevant policies; and (c) utilizing assessment to promote learning. Teacher educators, program administrators, and researchers need to help language teachers to become familiar with, use, and further develop the broad range of resources, principles, practices, and research findings that have recently emerged about classroom assessment
Citation · Information literacy · Library science · Literacy · Pedagogy · Sociology · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Student Assessment and Feedback
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| Unique citing works | 9 |
|---|---|
| Citations per year | 0.64 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |